'-_AP.3IL_19-._ 2.9.4!

THE GUARDIAPLrQI-IARLQTQSTOWN

THE E0 UCA TIONALHORIZON

PRESENTING News Ann-views or INTEREST r0 resonance AND ALL. OTHERS seexnvo IMPROVEMENT m EDUCATION

"crooml-lv QUIZ (Know Y»... States), _

l. in what. large city of the United States can you stand on the river bank and look south inh Ga.- nada? .

z. Where can a man have foot in four States at once?

3; The centre of what river bed is a state line?

i, Name three state capitals that just missed getting into other states.

bu

comoslrlou

in compositions for Grades five and six, the subjects should In given careful consideration to see that they are within the under- standing of the pupil.

if the composit‘ about a picnic the should be _

(1) the preparation for the pic- nio.

(l) the picnic.

(3) the return from tile picnic.

If the composition were to be about an ice carnival the plan shflllld be

were to be paragraph

CHARLOTTETOWN

-The Teaching of Composition in the Junior High School

The broad aim in all types of Composition work is the develop- ment of the pupil's ability to ex- press himself clearly and vividly in oral end written speech. Both these forms of language work are necessary in our program for the teaching of English in iunior bile.» school grades. However, at this time 1 shall discuss only the writ ten composition. ‘

Before the child can express his ideas clearly and vividly, he must have ideas to express. The trouble with some boys and girls is tllat they never have anything interest- ing to say. They encourage people- to believe that they- have buttons where their eyes should be and toy telephone receivers for ears, Tom Billings was this sort of a boy. He went to visit his uncle 1.: the farm. Here is a letter he wrote to his mother.

Deer Mothein,

Went with Uncle and Aunde to church. still no fires or murders. Appetite still good.

How interesting this letter might have been if he had been awake and had really seen the fat pigs grunting in the barnyard, the patient plodding horse plowing the ground, or had realized how excit- ing was the ride on the great ion of hey.

This fictitious story of “Tom” is based on actual samples of pupil composition. Bow shall we begin in our task -of encouraging the pupils to use _t.heir eyes and ears Why not link up with other sub- ject's,‘ ‘especially “firTculturai ' - ence? When boys watch with in- terest the common been swell, sprout, and develop root and leaves in s glass bottle, or see thmbesu- tiful butterfly emerge from a dried up cocoon, they msy be asked in explain clearly what they saw. They can explain clearly only when they do see or know; that is whel. explanation is based on actual experience.

All assignments given should b6 related to the experience‘ of the’ child. A boy or girl llvlns or visit lng in the country {might Write l bout some of the oliowing:

A Wheatfield Just before Har- vest.

A Barnyard Picture.

Threshing Wheat.

Alone ‘in the Woods.

The Motor Boat Misbehavee.

The pupil familiar with the city.

might respond to such suliflild topics as: p

Christmas Lights Alone tb¢ Street.

The Paper Boy.

My Favorite Hero (or Heroincl in the Movie Pictures.

A BicycieAdventure.

A Traffic Jaltngnkge Com"-

Gqle o oc .

fife as in oral ComPOIlV-lil" "l? smell child is encouraged W 69"‘ freely without too_much attention paid to the proper form before he acquires ease, so in written oom- position, he should ~be enoourli¢"_ to put his ideas on paper ‘ll if" ly and as raPidly as nossib-e- Th" comes the teachers‘ assistance in criticism and revision. in order that improvement be made. criti- elsm and revision are, sbeoiuill!

b. What state has coast line?

d. flow many of the Great Lakes lie entirely within the confine) of the United States?

‘l. What two states are tied ll: having the most bordering states?

8. In what state do you find the geographic centre of North Am-

cries? Local.

Nil [Oi-libel

Souris

, (i) the PPONr-stion.

(l) the contest.

(8) the receiving of- a prize.

Here are some subjects suitable for Grades V and VI.

i. Rover Saves s Life.

, 2. The Final Hockey Game.

8. Last. -

s. A Party.

Write the correct name of the person who is uslieliy called: Boo. Eddie. Madge, Bee, Dot. Walt. Betty. Tod, Bill, Ray. Peggy, Nell Bess, Sandy. Soul-is Local.

URBAN LOCAL

constructive.

No child's composition should re covered with red- marks, poor though it may be. With younger pupils especially it is best to critl cize for only one or two types of errors at one time. Sometimes criticism may be ‘centered solelv upon interest -of ideas. Probably the most common and effective plan of judging ie that of having the pupilsread their composition to the class. The class may decide which is the most interesting. This is omrhlSIIIXl the idea that wha‘ one says or writes can be Judged by ‘the effect it hes on other peo ple.

As the weeks go by criticism will fail on: unity of paragraph (is, it all about one thing?) inter- esting beginning, a good ending. choice of words. A large share of criticism ‘will be given to the mechanics: spelling, writing, punc- tuation, grammar.

Most effective of plans is that when the teacher can check the work with the child beside him. in large classes this is not often practical, Then we msy write samples of work on the board and discuss them with the class. These samples should include both very good work, and unsatiefactor. work.

When the teacher sees that oer- tsin types of errors in punctua- tion or glimmer are common to many in the class, then he should .give drill exercises to correct the’ type of error. The class should be led to see that punctuation is useu to make the meaning clear. Ex. Despite the fact that the rain was blinding the mandrovrhis cars high slwed.

Why blind the reader too?

Helen immediately ‘ ’ face showing confusion.

Bow would you atop -a. face?

It becomes clear when written:

Despite the fact that the raln was blinding. the man drove his car at high speed. .

Helen immediately stopped. her face. showing confusion.

Notice the different meanings in ‘the following sentences-

Only Jerry saw the wolf.

~’Jerry only saw the wolf.

Jerry saw only the wolf.

Childish sentences can be im- proved if we know what our con cectives-mesn and when to use t em.

‘ mi. The suow gets deep in Janu sry and we go for long bikes on lnovvshoes.

A more effective construction is.

When the snow becomes deep i: January, we go for long hikes.

Composition work should include reports on all the regular school subjects and should be checked for mechanics and clarity of 1461b in this phase of work as in ad types of composition work. tho teacher's help will be liven b)’:

Oral discussion to assist in choice of words or important ideas.

Board work to assist m outlinml or guessing mechanics.

Pattern assignments worked rut in class.

Definite requirements.

Original material encouraged. but suggestions provided for the unim- sginative.

In conclusion we should ramam bar the necessity for much rebel-l- glgn, A pupil learns by doing a

he:

rr

necessary. But we are constant-Xi’ reminded that criticism should B!

All the material printed in this teachers of "The Summerside L9-

Horlzon was contributed b! u"

THE EALKLAND ISLANDS

“ The general intemt "M"! i" the Falkland islands last month merits some comments and a few Lhlstorical ma; on mowers-little Jknown group of islands would lfleem to be appropriate-

1.: In rm, the anslhb review! ‘Davis is ma w have dsbtd the Jiblands and in lb“ Hawkins will? first described them in detail is jQaiIlih to have siahutedklheac.‘ u" -- ey received e P" I Captain Strong who lauded i‘ all?" m ‘when’ st. vis - ven urers .. - f-Iteu the islands mil-me the ‘first yialf of the seventeenth cent-arr ulna thus it obtained the name u Qsles llaiolsins in Bench and liai-

vlnss in Spanish. ' About sfm they were taken by colony was

France tad .a~ smell

~ world. Th! oniyztoea disturb‘

thing until he knows how to do l‘...

cal."

ain. The poet was finally aband- oned in 17'“ llbll ‘there VIII D0 further formal occupation until ma, ‘hm m; "United Provinces of south America" hoisted their flag at Port inuis. This settle- mans was broken up 1b l"! bl Ni Americas warship owinl w m u" legal imprisonment by I 50ml" in charge. of some American seal- s... n. ma e British nae w“ Nlilbfld 3nd. m b» be" 11° change cf ownership since. - 111a Argentine Government still “q not. recognise the British ot- ¢ on has presents ea annual t against it. The name IP-

to the Falk- lands u "uslvloau-t - -

The dependencies include I sector of Antarctica stretching to m. booth Pole, Graham's irand.

‘Gaorlll. ‘(be south Shet- ianda south Orkniyl and South

Sandwich Islande- flhi! l" "n" porlant tor-mime. sauna and luster “T? llbariflwivwf, um wa s em than, of tho entlremelllildet ole u"

salt

an. at _

LANGUAGE’ GAMES FOR PRIMARY GRADES

To drill on correct speech habits games may be found very helpful especially in the Primary Grades. For instance in the use of the word "saw" the following game might be carried out. Have the pupils put their heads down on their desks and. pretend they are dreaming. ‘rhea they will be ask- ed to sit up in their seats again and the’ teacher will ask each one the question, What did you see in your dream? To which one might easy/era“! saw s dog in my dream. e ."

Another game in the use of the Pronoun 1 might be played as

follows: Have one pupil go up to the front of classroom and face the blackboard. Then one o! the other pupils goes up and touches her and returns to seat She then turns aroundsnd asks who touch- ed me? Pointing to one pupil she" says was it you? if not he replies. "It wasn't I". and so on until she finds the one who touched her. who will reply, "It was-I."

Similar games on the correct use of such words might be carried out to the enjoyment of the prim- ary children and at the same time build up through habit the right use of these words at all times.

GEOMETRY

In proving theorems and prob- lems, memory work is more harm- ful than helpful. Use grammar. analysis, to find what is given and what must be proved. The principal clause is ai-ways what we want to prove, and the rest (sub- ordinate clauses and phrases) tell what is given. Principal Clause and Prove both begin with P so these are the two that go together. After they have underlined the principal clause and put brackets around the subordinate clause, it will be easy to make their own drawing. They draw the parts given. Should more construction ines be necessary they will draw these dotted.

Next, how d-o we begin our proof? This will he\ found helpful. "A neighbour has given you s pail of fresh blueberries. You have these blueberries in the house and noth- ing else with which to make pie- fllling. Your mother asks you to make pies. What kind will you ‘maize?’ "Blueberry pie, of course."

"Well, in this theorem what have you to work wlth?" if the pupils don't see the point, tell another story: “I give you a board, and nails and a hammer, and ask you to nail the board to the wail. What will you use to do the work? What tools, etc.?" “Hammer, board, and nails," they will reply. while some will say. "What is given us." "Well, it's the same in geometry. You must use whet you have. The first meaningful line of your proof should be something like this: Since this is given, therefore some- thing follows" The rest of the proof is relatively easy, following up cause-and—offect method from one step to another. The only real danger lies with the last line. Pup- lls forget when to end. Solution? Always end with your "to prove." To emphasize the point, here is another story: “You are accused of murder. You want to prove you are not guilty. The trial goes on and on. When will your efforts come to an end?" "When I've prov- ed I'm not guilty," the pupil read-

ily answers. TTiQilSb line should end with what is required to prove as in the particular enunciatlon.

Let us now become practical Take Theorem 11. If a straight hne cuts two parallel lines. lt makes the exterior angle equal to the interior opposite angle on the same side of the cutting line.

‘1‘eacher: Underline the principal clause and bracket the subordin- ate clause.

The pupil does this.

Teacher: Which of the above is your given. did you say?

Pupil: The part in brackets.

Teacher: Which to prove?

Pupil: Always the Principal Clause. Teacher: Make your drawing.

Which parts will you put down‘;

Pupil: The pas/ts given me. (He draws). '

Teacher: Now, how do you sup- pose the theorem is proved?

Most pupils will see that it is by using what has already been learn- ed on parallel lines If not, refer to the blueberry pie. "What kind of a pie did you make?" With duller classes refer to this d-ay after day, until it becomes a standing joke-but whether it takes three days or thirteen, it in- evitably bears fruit.

Pupil: You'll use what is given.

Teacher: What is the given?

Pupil: Two lines are parallel and another line cuts them.

Teacher: What fact do we al- ready know about such lines?-

Plrpils: The alternate angles are equal. They are "then marked equal. ‘

Teacher: Does this bring us any nearer to the angles we want to mention at. the end?

Someone will notice that one of them is the one wanted in the end. and the other is vertically oppos- ite to the second one wanted at the ‘last. Immediately you will hear: "Since vertically opposite ellgles are equal, why not exchange the alternate angle for the ex- terior?"

‘o: " a "CORRECT USAGE ,_

Good is used to modify or change the meaning of a. noun or pro- noun. Example: These apples are good. i-le is good-

Well is used to describe how any- thing is done or to change the meaning of a verb. Example: James writes well.

Choose correct words from brac- kets giving reason for your choice.

1. If Jennie studies (good. well) she will succeed.

2. The fish bite (good, well) on a dsrkyday. _

8. Several of the children play- ed the game (good, well)-

d. Cold nights are (good, well) for making thick ice.

5. Those apples in the next box are (good, well). _

d. (Good, well) posture is nec- essary for lsealth.

‘l. The huskie hauled his heavy load (good. well).

S This first glass of lnllk is (good, well) to (kink.

Words like drunk, eaten, taken, done, gone, and driven need help-

ers, Drank, ate, took, did, went

and drove do not need them. helpers are: is, are, was, has, have, had.

Select correct words from kets: v

1. The children have (drank. drunk) all the milk.

2. several boys (took, taken) the heavy work.

ii. He (drove, driven) his horse up a hill.

4. Each member (did, done) his work wail.

b. Henry has supper.

d. The people in the camp have (gone. went) to their tents.

‘l. The calves (drank, drunk) all the milk.

8. All the heavy work is (did. done) by the men.

P. The girls (ate, eaten) pears. ' l0. We (went, gone) to school early.

11. The peaches were (took, tak- en) off the tree.

12. The cattle were driven) to pasture.

SOME W038.

brac-

(ate, eaten) his

many

(drove.

SCIENCE TEST

(Choose the answer in parenth- eses which best completes each oi the following statements):

1. The covering of electric wire is called (convection, radiation, il- lumination, insulation. isolation)-

2. The telephone was invented in 187d by (James Watt. Samuel Morse, Alexander Graham Bell. Marconi).

3. The lust electric incaniae- cent lamp in the UnitAd States I'll made by (Edison. Burroughs, Watt, Priestly. Westinghouse). -

4. The device for protecting lights and motors from an over- charge of electricity is called s (magnet, fuse, switch, barometer, rectifier). -

s. A substance that is a good‘ in- sulator of electricity is (iron. brass, sold, rubber, lino). ,

s. The core of an electro-magnet is made of (copper, zinc, soft iron, steel. nickel). -

‘l. static electricity may be pro- duced by (frietlon. s dynamo, s dry cell, s Voltaio eell). '

S. The wire of an electric mag- no is usually (iron wire. bsre oop- per wire, insulated copper wise, in- sulatad silver wire). -.

9. A circuit which has a break in it is a (closed circuit, open circuit short circuit. a static circuit).

10, Electricity at rest is called (open, closed, static. current. short).

"ll. An instrument used to de- loot the presence of an electric current is (dynamo; (h! Mil. I011- erator, galvenaeeope -_

l2. A yoommon machine which transforms mechanical energy into slsemeai energy is the (Voliaio call, dry cell, dynamo. condenser transformer). -

rs. Illeetriclty in motion is cal- led (ma. short. (time. ‘tel-iii-

can‘). '14. . etricity is s form of (en-

15. A circuit produced as a re- sult of the crossing of two bare wires carrying electricity is called (a crossed circuit. a uhort circuit. an open circuit, ‘a, closed circuit)

18- The positive terminal in the commercial dry cell is the. (copper post, sine cap. pitch, carbon poet, cap.)

17.. The telegraph instrument used to receive messages is called the (key, clicker, sounder, switch. plug).

i8. Substances through which electricity will not flow are known as (rectifiers, conductors, insulat- ors. condensers, volts).

l0. The wires used to carry tele- graph messages across the ocean is called a (wireless, cable, cable- gram, beam, transmitter).

20. The electric bell will ring when the circuit is (closed, open- ed. pressed, covered, touched, in- sulated).

Complete the following state- ments:

i. The process of grading eggs is called —. ~ 2. The first grade of eels is —.

d. Milk‘ and cream are tested for buttarfat by the - test.

4. Dairy cattle tend to be - in shape while beef cattle are -- in shape. _

B. The best market for Canadian bacon is -.

Mlliik is composed of 81%! -.

1. The Clydesdale is a breed of

‘sass-autumn ‘saoeeet-

WHAT DOES THE BEVERAGE

300M SELL? i2 sell false joy, meaningless laughter;

I sell incompetence the morning after; 1 eell headache, mosey brain; l sell little children's pain.

l sell uncertainty of staggering feet; _

I sell illusions of the fine and sweet;

I sell slavery; f let down bars:

l make dirtiness look like stars.

I sell you nothing-an awful lot, And I make you pay for it with all you've got! ‘ ,

—American Issue.

THE PRESIDENT'S MESSAGE

Dear Co-Workers Across Canada:

Just five months before our National Convention meets in Toronto! Are we going ‘.0 be satia- fied with th'e reports from our Provinces? Have we each been faithful to the task assigned to us? If one prop falls the whole structure may collapse.

Let us put into the last few months our very best endeavour for increased prayer, increased mem- bership, incl-eased contributions and increased enthusiasm .that at our Convintlon we may know that the work is going forward!

Check our weak spots and go after them. Make April a “New Member Month.’ , . .

in the closing perorstlon of Mrs. Book's marvelous address at the World's Convention, she declared: “l pass on to you the heritage of the principles and policy of the Women's Christian Temperance Union, the co-opsratlon, the friendship and the loyalty that have come down during the years. Herc is the torch-it is yours to hold high!” With eager hands and eyes looking to a great future, let us grasp it. We are co-workers to- gether with l-llm! W-hat a privilege and opportunity. Yours Faithfuily,

—ll7va Wickson.

INDUSTRIAL CONFERENCE 0N ALCOHOLISM b

The first Industrial Conference on Alcoholism will be hdd in Chicago on March 15, 194a it was announced by Dr. Anton J. Carlson, of the University of Chicago and James l-L Oughton. Jr. director of the Keeley Institute, Dwight lll.

Sponsored by the Chicago can. mittee of Alcoholism. the Confer. ence has been designed to bring to the attention of industry lead- ers throughout the country facts pertaining to the problem of sl- coholic employees and to discuss ways and means of overcoming the problem.